Child Engagement

Given the value of child engagement, it would be helpful to include engagement as

one focus of the observations implemented
 

These data may also provide useful informationon how well the programme

was planned and implemented or whether an appropriate degree of support

was provided to promote the engagement of children with disabilities.

Quantitative data could also be supplemented by the traditional qualitative data in order to

provide a richer data-set. Both types of data would be particularly useful in settings where

children with disabilities are included because young children with disabilities are known

to have difficulties engaging with their environment (McWilliam & Bailey, 1995) and st

working in inclusive settings (i.e., settings designed for typically developing children

but where a small number of children with disabilities are also enrolled) are likely to have

little or no training and experience in catering for the needs of children with disabilities.

A limitation of the 2008 research into the use of the ICER-R was that practitioners were

not involved as users of the observational tool and, therefore, its practicality has not yet

been examined. The purpose of the study reported in this article was to investigate how well

early childhood practitioners working in inclusive childcare could use the ICER-R to

evaluate the engagement and interaction of children with disabilities in their centres.

Specifically the following questions were addressed in the research:

(a) Can practitioners in childcare centres be trained to collect accurate data on children

with disabilities using the momentary time sampling component of the ICER-R

(i.e., can they reach an acceptable level of inter-observer agreement) within a

limited allocated time?

(b) Can consistency in ratings of the children using the ICER-R rating scales be

achieved across observers?

(c) How do the data gathered using rating scales compare with the data gathered using

momentary time sampling measures of engagement and interaction?

(d) How long will it take for practitioners to achieve an acceptable level

 of interobserveragreement on the momentary time sampling component of the ICER-R?

(e) How will practitioners trained in the use of the ICER-R rate both the training and

the practical value of the measure?

All seven participants agreed or strongly agreed that Phase I training was useful for understanding

the purpose of measuring engagement and implementing the ICER-R and all five

participants agreed or strongly agreed that time taken for both phases of training was

reasonable and worthwhile.


This Study shows that the time taken to impement the ICER-R was worth while and showed the
childrens engagement levels. Knowing the engagement levels would help child care to promote engagement
of children.

International Journal of Disability, Development and EducationVol. 57, No. 1, March 2010, 21–41in early childhood settings.